The

Bridging Process

The Philippine Experience




Rosalina J. Villaneza
Department of Educa>on
 We are multilingual
We are Mul>lingual
We are by virtue of
our geography and
history, a

2
multi-lingual people.

This gift has for too
long been viewed as
a liability.

Usec. Dina S. Ocampo

Department of Educa>on
 STATEMENT FROM PRES. NOYNOY AQUINO…
Statement from our President
“My view on this is larger than
just the classroom. We should
become tri-lingual as a country;
Ø Learn English well and
connect to the world.
Ø Learn Filipino well and
connect to our country.
Ø Retain your mother tongue
and connect to your
heritage."

Department of Educa>on
Department of Educa>on
 MTB-MLE Bridging Framework
A multi-literate
Filipino learner

Introduce in Grade 1 2nd quarter as Oral Language, English

Literate in
Literacy starts in the 4th quarter Introduce in Grade 1 - 4th quarter
as Oral Language, Literacy starts in
Grade 2, 2nd quarter
L1 and L2
Filipino
Introduce in Grade 1- 2nd quarter as Oral
Language,
Literate in L1 Literacy starts in the 4th quarter

Mother Tongue
K to 3

DEPARTMENT OF EDUCATION
Areas for Bridging
What are the AREAS for Bridging

•  Learning Environment
•  Similari>es and Differences in:
a. Sound – symbol correspondences
b. Word structure/morphology
c. Syntax and grammar
d. Culture surrounding the language use
(pragma@cs)

Department of Educa>on
 Bridging from L1 to L2
a. Compare MT (L1) and L2 Alphabet For Vocabulary
b. Talk about the similari>es and differences Development
between le]er names, sounds, and the key words/
pictures.
Sinugbuanong Araw Aso
Binisaya Filipino
Adlaw Iro
Patinig: a, e, i, o, u
Patingog : a, e, i, o, u
Katinig: b, c, d, f
Katingog: b, k, d,
g, h, j, k, l, m, n,
g, h, l, m, n, ng,
ng ñ p, q r s t
p, r, s, t, w, y
v, w, x, y z
 
In teaching, we s>ll need to teach what are similar for vocabulary
development but not as intensive as in the MT – they already know
the le]er names and sounds – it is even possible that learners can
already read Filipino words consis>ng of familiar le]ers. TRY!
Bridging from L2 to L3 cont.
a.  Compare L2 and L3 Alphabet
b.  Talk about the similari>es and differences between le]er names,
sounds, and the key words/pictures. For Vocabulary
In English (L3) one of the best approaches which is similar to the Development
two-track in the MT and the Marungko in Filipino is the Fuller.
Bridging reading in English is quite difficult because MT & Filipino
are syllabic while English is 95% phone>c (sounds) and it has 45
phonemes, but the skills applied to learning to read are the same
in all languages. Again, the instruc>on/teaching should be direct,
systema>c, & explicit.
English
Vowels: Short ă, ĕ, ĭ, ŏ,
Filipino
ŭ
Patinig: a, e, i, o, u
Long ā, ē, ī, ō, ū
Katinig: b, c, d, f, g,
Consonants: b, c, d, f,
h, j, k, l, m, n,
g, h, j, k, l, m, n,
ng, ñ, p, q, r, s, t,
p, q, r, s, t,
v, w, x, y, z
v, w, x, y, z
b. Similari>es and differences in word structure
(morphology) (how words are formed)
MT and Filipino languages are syllabic. While English is 95% phone>c.
Affixes express tenses in terms of the verb. We don’t add “s” to
pluralize the noun we use the word “mga”

S. Binisaya
Filipino English
Ex. Ex.
Root word - Laba Root word - Laba Wash
Past - Naglaba Past - Naglaba Washed
Future - Maglaba Future - Maglaba

Ex. Ex. Ex.
Ang bata Ang bata Child
Ang mga bata Ang mga bata Children
c. Similari>es and differences in sentence structure
(syntax)
S. Binisaya Filipino English
Verb first Verb first Subject first

Ginatudluan sa Tinuturuan ng The teacher
maestra ang guro ang mga teaches her
mga estudyante. bata. pupils

d. Similari>es and differences in grammar

Ex. Ex.
Root word - Laba Root word - Laba Wash
Past - Naglaba Past - Naglaba Washed
Future - Maglaba Future - Maglalaba
How long is the Bridging process?


It depends on several factors:
•  Degree of difference between the two
languages
•  Linguis>c differences and similari@es such as
sounds (different alphabet symbols),
grammar, seman>c differences
•  Script differences
•  Exis>ng knowledge of L2 learners have
already acquired
•  Age and previous educa>on of the learners
Department of Educa>on
The Gains
Language Assessment for Primary Grades
The Language Assessment for Primary
Grades or LAPG is a system-based assessment,
was specifically designed to gauge language
learning of pupils in the first key stage.

During the first conduct of the LAPG, it
aimed to establish a baseline data for the
Filipino and English language learning in the K to
12 Curriculum.
DEPARTMENT OF EDUCATION
Overall Test – National Performance by Languages
100
90 84.67
Mean Percentage Score

80 78.59
72.7 71.88 71.9
70.18 68.6 69.56 68.19 70.09
70 69.72 69.16
63.77 62.13
62.26
60 59.43 57.78 55.71 58.82
53.66
50
40
30
20
10
0

12
A comparison of the NAT & the LAPG

SY 2011-2012
DEPARTMENT OF EDUCATION
“The SUCCESS of star@ng from the Mother
Tongue to Mul@lingualism (MTB-MLE) is
greatly dependent on the QUALITY of the
transi@on process or the bridging
program...

DEPARTMENT OF EDUCATION